To see the other types of publications on this topic, follow the link: Exclusion from school.
Dissertations / Theses on the topic 'Exclusion from school'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 28 dissertations / theses for your research on the topic 'Exclusion from school.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Bracher, David. "Pupil exclusion from school : an organisational perspective." Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288557.
Full text
2
Stirling, Margaret. "Conservative Government policy and exclusion from school, 1988-1996." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/66541/.
Full textAbstract:
This thesis is about the relationship between exclusions from school and market forces in education. Through a series of interviews with groups of practitioners, conducted in a city authority between 1988 and 1996, the research looks at the effect of Conservative Government policy which introduced market force mechanisms into education via a programme of legislative reform; it focuses on the significant relationship between Conservative education policy and changes in the number and nature of school exclusions. The early chapters develop the theoretical argument which the research presents: establishing policy provenance, identifYing themes dominant in policy discourse and describing the legislative mechanisms which carry policy. A short chapter drawing on broader based research, outlines the national picture. Chapter Five introduces the field research, stating the questions addressed by the thesis, explaining and justifYing the research methods employed. The remaining chapters present and discuss the evidence. Drawing on the concerted 'voices' of front line practitioners the evidence shows what is happening to school exclusions. Respondents reveal attitudes that underpin decisions determining the exclusion process, showing which pupils are more likely to be excluded. Relating the evidence to the discursive themes developed in the early chapters the thesis seeks to understand why there has been an increase in exclusions from school with the implementation of Conservative policy. The themes of 'standards' 'choice' and 'diversity' in education, run as strands throughout the thesis. Issues which, when considered in relation to the empirical research which reports on the practical experience of children and young people excluded from school, raise searching questions about the efficacy of policy in the concluding chapter. The research engages both theoretically and empirically with the debate on whether the equitable distribution of educational resources and accessing of opportunities should be primarily desert-based or needs-based. It considers the meaning of school exclusion as a process of marginalisation, showing how disempowerment is invested in the implementation of policy. The thesis shows the standard of education this group of pupils have received and the extent of educational autonomy that these pupils and their parents have been able to exercise, - commenting on the efficacy of the policy of a Government that held power for eighteen years and developed a programme of radical reform that continues to have a profound effect upon all state educated children.
3
Rendall, Susan Elizabeth. "Factors relating to exclusion from school : a systematic approach." Thesis, Birkbeck (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342291.
Full text
4
Lång, Sara. "Exclusion from Education a Matter Beyond School : A study of girls’ experiences of exclusion from education in Uganda." Thesis, Uppsala University, Department of Social and Economic Geography, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-123076.
Full text
5
King, Sarah. "Permanent exclusion from school : the views of pupils and parents." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3745/.
Full textAbstract:
This small-scale qualitative study focused on the experiences of five pupils who had been permanently excluded from mainstream secondary schools in a large shire county in England. Each pupil was interviewed, as was one of their parents in order to better understand the process of permanent exclusion from school. The three research questions were: What are young peoples' views of their exclusions? What are the parent(s)/carer(s) views of the exclusions? What are pupils and parents perceptions about what needs to be done differently to prevent young people being permanently excluded from mainstream schools? The interviews were recorded, transcribed and analysed using thematic analysis. The following themes were identified in the pupil data: 'school', 'peers', 'pupil attitudes and perceptions' and 'family'. For the parent data the themes were: 'school', 'peers', 'individual pupil factors', 'family' and 'parental attitudes and perceptions'. Implications for practice and future research are discussed.
6
Hayden, Carol. "Explaining exclusion from primary school: an analysis of the reasons behind the rise in recorded primary school exclusions in the early 1990s." Thesis, University of Portsmouth, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484224.
Full text
7
Callwood, E. L. "The possible selves of young people who have experienced exclusion from school." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4311/.
Full textAbstract:
The concept of possible selves (PSs) has been used to facilitate imagined possibilities and future selves (Markus & Nurius, 1986). The voice of children and young people (CYP) who have experienced school exclusion is underrepresented in research. This study aimed to address that gap in knowledge for three young people, utilising PSs. The future hopes and aspirations of each young person were also considered. The young people attended an alternative education provision, following an exclusion from a mainstream school. A social constructionist position was taken and a narrative inquiry approach was adopted. Narrative interviews facilitated co-constructed narratives, from which themes and PSs were interpreted. A multi-layered approach to analysis aimed to enhance knowledge and privilege the young people’s meanings. Social, cultural and power influences were explored within and across the young peoples’ narratives of agency and resistance. Whilst taking a critically reflexive and transparent approach, I acknowledge my own power and influence within the research process. This research raises awareness to the potential challenge encountered from narratives which marginalise and close down possibility for CYP who experience school exclusion. It prompts us to consider how we may generate conditions to facilitate the construction of new PSs to open up new possibilities for young people, enabling them to achieve their hopes and future aspirations. The implications of this study, for my own practice as well as the educational psychology profession, are presented. The value of a narrative approach for research and practice is highlighted.
8
Grant, Dennis Anthony. "Exclusion from school as conflict management : differential responses based on ethnicity and gender." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020788/.
Full text
9
Grassie, Gillean. "The experience of exclusion from school, from the viewpoint of those excluded and the generality of pupils." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24639.
Full textAbstract:
This thesis explores the experiences of exclusion from the viewpoint of young people in mainstream secondary schools; both those excluded and the generality of pupils. It is set within an international and national context of concern about issues of inclusion and exclusion and at a time of growing recognition of the rights of young people as citizens. Within the thesis a framework of layers of exclusion is developed which suggests that official exclusion for indiscipline is merely the tip of a much larger iceberg of exclusionary pupil experience. This framework identifies internal exclusion, disaffection, social isolation and attendance difficulties as equally significant in the ways they may marginalise pupils. It suggests that continuing concerns about the threat to moral order in society combined with the demands of the educational quasi-market and its legitimate concerns for monitoring and measurement have together diminished present understandings of exclusion. This new model rejects the elision of disruption with exclusion and sets out to challenge assumptions about the impact of different kinds of exclusion on the lives of young people as pupils in school. The study is based in four secondary schools in one urban local authority area, using pairs of low and high excluding schools and focussed on direct contact with male and female pupils aged 13-15 years. The research design is underpinned by a commitment to the value of listening to pupils and a belief in their capacity to make worthwhile contributions to knowledge. There is an equal commitment to the view that accounts of experience are able to make a valid contribution to knowledge. Methods of data collection reflect these methodological considerations and also concerns that many young people in schools have little practice in speaking at length about their own personal experiences and perceptions without this being tied to curricular requirements. The design also recognises that there are few opportunities for pupils to demonstrate selfefficacy in schools and that within this there is a need to explore more closely the complexity in pupil/teacher and pupil/pupil power relations. The design, therefore, is constructed around a series of individual interviews and focus groups with young people which foreground the issues of access and consent and develop new groupwork-based approaches to take account of these important concerns. The findings explore perceptions of power and constructions of discipline. The evidence collected calls into question pervasive assumptions about the distinctions between disrupted and disruptive pupils and reveals much more of the complexity of pupil experience. The findings also raise questions about similarities in pupil experience across different schools. Overall, the young people's reflections on the issues of exclusion raise an urgent set of broader questions about the aims, policy and practice of schools as institutions.
10
Dunn, Yo. "New Labour's discourses around exclusion from school 1997-2006 : disguising change and dodging critique." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543960.
Full text
11
Wilson, Dennis. "Using solution focused brief therapy to support secondary aged pupils facing exclusion from school." Thesis, University of Newcastle Upon Tyne, 2005. http://hdl.handle.net/10443/609.
Full textAbstract:
This study was set in a mainstream secondary school, where a group of Year 7 pupils who had already experienced repeated exclusions were faced with the prospect of the cycle continuing. The researcher, who was also the educational psychologist for the school, used solution focused brief therapy (SFBT) in preference to previously unsuccessful methods of intervention in individual sessions with eight pupils over a period of one term. Employing a qualitative research methodology, based on an action research framework, the practitioner researcher had three main aims - to support the pupils' continued attendance and at the same time evaluate the impact of intervention; to simultaneously develop a flexible model of SFBT that was responsive to pupil need from an initial model based on a review of current literature; to consider the compatibility of this approach with the school context. The key findings, in relation to outcome, were much improved ratings by seven out of eight pupils of their perceived situations at the end of intervention, compared with their initial assessments; significant positive change over time in teacher comparative ratings of pupil behaviour; reductions in the numbers of exclusions and reported problem incidents. A flexible model, rather than one which is fixed and formulaic, proved to be critical to constructive collaborition, as was careful attention to the development of a blame-free therapeutic alliance. Major deviations from the initial model were the inclusion of detailed problem talk; the repeated revision of both problem and goal definition; the omission of the miracle question and the utilisation of the technique of 'externalisation' from Narrative Therapy. The rationale for these developments is discussed, along with some proposals as to underlying processes. Engagement with school systems proved to be less than satisfactory, although the revised individual model of intervention was not undermined by this. Nevertheless, some implications for compatibility of SFBT with school procedures are considered in the light of this finding, with suggestions for a number of possible applications of SFBT in relation to the everyday working practices of an educational psychologist.
12
Keaney, Caroline A. "A psychosocial exploration of bereaved children's experiences of exclusion from school : what understanding can be gained from a psychoanalytic perspective?" Thesis, University of Essex, 2017. http://repository.essex.ac.uk/19449/.
Full textAbstract:
According to the Childhood Bereavement network, a parent dies every 22 minutes in the U.K. Despite this, there is little research into the impact of parental death on children and young people. This psychosocial study explores the experiences of children and young people who have been bereaved of a parent and who are subsequently excluded from school. Three participants of school age were interviewed about their experiences of these two events and the data obtained from the interviews was analysed using an individual, psychoanalytically informed case study approach, allowing for an in-depth exploration of the affect generated by the existence of dynamic, intersubjective, unconscious processes during the interviews. The data emerging from the transference and counter transference was explored and it was found that the ongoing presence of an attachment figure might mitigate some of the risk factors associated with the experience of parental death. It also seems possible that this population of children and young people are likely to be under identified in schools and when they are known to have experienced parental bereavement, school professionals struggle to understand and respond to their emotional needs. Consideration is given to the implications for the role of the Educational Psychologist in working with this vulnerable population of children and young people. The wider potential of psychoanalytically informed approaches to working with pupils and staff in schools is also considered.
13
Sartory, Elizabeth Anne. "Eliciting and foregrounding the voices of young people at risk of school exclusion : how does this change schools' perceptions of pupil disaffection?" Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15829.
Full textAbstract:
This thesis comprises two papers. Paper One: Previous research in relation to young people who are at risk of school exclusion can be criticised for the lack of studies that truly elicit and foreground the voices of these young people within a school context. While retrospective studies have explored their views post exclusion, few have examined their perceptions within a mainstream context prior to exclusion. This can be explained in terms of the inherent difficulties of engaging disaffected young people with research, often attributed to a combination of poor language skills and negative perceptions of adults, and schools’ reluctance to foreground these voices. This paper reports how a participatory research method, which took into account the individual needs of disaffected young people, overcame these difficulties and succeeded in eliciting the voices of ten young people at risk of school exclusion within their mainstream context. Rich, meaningful and contextualised data were generated about disaffected young people’s perceptions of their mainstream school experiences. The data were thematically analysed and then interpreted using self determination theory (Ryan & Deci, 2000). This revealed that from young people’s perspectives the need for a sense of relatedness was more relevant than the need for a sense of autonomy. The need to feel competent only became relevant in certain subject contexts. Findings showed a more holistic and nuanced perspective of disaffection. The young people perceived their engagement to be context driven and, importantly, were able to view themselves as positively engaged with some aspects of school. This highlights the need for further research into disaffected young people’s voices regarding what they perceive to be positive engagement as this may differ from practitioners’ perceptions. Implications for practice are that Educational Psychologists (EPs) are well placed to foreground the voice of disaffected young people with practitioners. In so doing they help them make better sense of disaffected young people’s school experiences and enhance practitioners’ ability to support these young people. Paper Two: Interventions in relation to young people at risk of exclusion tend to be drawn from education practitioner views which focus on a particular perspective of disaffection such as within child or curricular factors. Consequently interventions are ‘done to’ rather than ‘with’ young people and lack an integrated, holistic approach. In this small case study the researcher facilitated an intervention with seven Learning Mentors (LMs) set within two different school contexts. The aim of the intervention was to engage LMs with the voice of disaffected young people. The LMs met in two groups over two months during which vignettes of disaffected young people’s voices were used as stimuli for prioritising, implementing and evaluating changes to current LM practice. LMs’ personal constructs of disaffected young people were elicited pre and post intervention. The findings reveal that when LMs are facilitated to engage with the voice of disaffected young people it can have a positive impact on their perceptions of those young people. The effectiveness of the impact was dependent on the context of the school, level of training received and the extent to which LMs engaged with the facilitative process. As this is one of few studies which have implemented an intervention to engage schools with the voice of disaffected young people, further research exploring whether the intervention could be replicated in other school contexts would be of value. This study adds to the body of knowledge on school disaffection in young people and indicates that EPs are well placed to manage facilitative processes aimed at engaging schools with the voices of disaffected young people. In doing so they support practitioners to broaden their understanding of these young people and, importantly, enable them to act on their voices.
14
Banner, Jack. "Exploring narratives of exclusion from school : how adolescent boys and educationalists negotiate schooling, family and gendered discourses." Thesis, London Metropolitan University, 2015. http://repository.londonmet.ac.uk/912/.
Full textAbstract:
This thesis explores constructions of masculinity, deviancy and educational failure through an examination of policy and the discursive accounts provided by teenage boys, all of whom had been excluded from school, and educational practitioners working with such boys. This topic is of interest because the exclusion of boys with behavioural problems has been of significant concern to schools and policy makers for some time. Although the numbers of exclusions has reduced recently it remains a significant social justice issue because permanent school exclusion is directly related to deviancy and unemployment and disproportionally affects those who are already disadvantaged, such as the poor working-class and those with special Educational Needs. This thesis contributes to understanding how boys’ peer interactions contribute towards perpetuating particular myths about masculine behaviour and its domination over females and alternative masculinities. It shows how some boys through drawing on discourses of hegemonic masculinity and gender binary asymmetries construct themselves in ways that contribute towards school confrontation. The voices of practitioners show how they contribute towards tensions and how education policy is considered as prohibiting staff from working effectively with some boys. Consideration was given to literature discussing the social construction of parenting, childhood, and children’s "needs". Literature regarding the persistence of the role model discourse as both a cause and solution to boys’ problem behaviours in school is also investigated. Literature examining hegemonic masculinities was drawn on to further understand how it is performed and enforced through peer interaction, resulting in problematic behaviours which dominate particular constructions of masculinity. The theoretical framework used for this study draws on the work of Foucault (1970, 1977, 1980) who theorised that people construct truth through the dominant discourses which they draw on. It also explains how and why power is afforded to one discourse at the expense of another. The methodology adopted for this research utilizes this theoretical framework. 35 narrative interviews were undertaken and examined using discourse analysis as discussed by Gee (2011) and Taylor (2001). The data collected was contrasted with literature to further understand the discourses respondents employed in their discursive constructions. This thesis exposes the challenges that boys and practitioners face as they negotiate the dominant masculine discourses at large in both school and home. It also shows that respondents’ understandings of masculinity rely on outmoded discourses of masculinity, essentialist gender binaries and constructions of childhood, which contribute towards problem behaviours in school. Tensions in school are also exacerbated by policy discourse and practitioners’ constructions of childhood. However, these normative discourses are challenged by respondents’ acknowledgment of alternative versions of masculinity and the coexistence of gender heteroglossia.
15
Carlile, Anna. "The causes and effects of permanent exclusion from school : policy and practice in an urban children's services department." Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/6396/.
Full textAbstract:
This thesis deals with the administration of permanent exclusion from school within an urban children's services department. It focuses on two areas: what contributes to instances of permanent exclusion from school, and what the effects are of its existence as a disciplinary option. I suspected that the existence of permanent exclusion from school might limit the realm of the possible, and I was particularly interested in how and why local government officers made particular decisions about children and young people. In other words, I wondered whether professionals might be negatively affected by the fact that at some point they would have the option of excluding a young person rather than either continuing to try to help them or to attempt to change the institution's approach to educating them. Rather than focussing on what children and young people 'did' behaviourally to 'get excluded', the thesis adopts a Foucauldian analysis to concentrate on their place within a larger 'policy community' which includes professionals and policy makers. The research was undertaken through an ethnographic methodology conducted within my place of work as a pupil support officer, and the fieldwork itself lasted two years. Because I was participant-observing within a group of local authority staff, and was interested in local government decision-making, I have largely framed my approach as an exercise in `studying up' on powerful organisations. So in order to support an informed approach to ameliorating social inequity, the thesis looks at the ways in which powerful institutions work. This has implications for the `voices' of the young people subject to or at the risk of permanent exclusion from school both in school and in the research. My findings suggest a broad, deep and opaque seam of institutional prejudice in a range of areas. They point towards the idea that instances of permanent exclusion from school are partially caused or exacerbated by institutional prejudice. Permanent exclusion from school can also be seen to intensify the effects of institutional prejudice.
16
Pesta, Racheal Pesta. "Assessing Ethno-Racial Differences in the Pathways from School Exclusion to Criminal Offending: A Theoretically Integrative Approach to Understanding the School to Prison Pipeline." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1503042662677665.
Full text
17
Davies, Elizabeth Jill. "Communication and perspective-taking skills of pupils excluded or at risk of exclusion from school : an investigation into deficits in communication skill and implications for intervention." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/87153.
Full textAbstract:
The research focuses on young people excluded from school, and those identified as being at risk of exclusion. It assesses their skills in communication, empathy / perspective taking, and incorporates information from staff at their schools relating to their perceptions of the participants’ communication skills and their risk of exclusion. This data, along with interviews with a smaller sample of the young people who have experienced permanent exclusion, is used to discuss implications for policy and intervention with regard to supporting pupils with language difficulties. The research is set out in two papers. Paper One describes the findings from an assessment of communication skill and empathy / perspective taking. Paper Two uses the findings from Paper One to compare the participants’ skills with the perceptions of their teachers regarding their communication ability and risk of exclusion, and also describes the findings from interviews with a selection of the participants. The research demonstrated significant communication difficulties in the sample groups. This has implications for their prospects, as the literature review highlights the difficulties that young people can experience if their language difficulties are not addressed. The questionnaire completed by staff showed that although many staff were aware of the pupils’ language difficulties, they often underestimated the extent of these difficulties.
18
Gladstone, Colin Alexander. "The search for a good life: young people with learning disability and the transition from school." Thesis, University of Canterbury. Education Studies and leadership, 2014. http://hdl.handle.net/10092/9640.
Full textAbstract:
This qualitative study is concerned with the transition process from school to post-school life for students labelled with learning disability in New Zealand. My interest is in understanding how a particular group of these young people can make a successful transition from school in their search for a good life, as they themselves judge this. I draw on critical social theory to position these young people within contemporary education and society, using a Disability Studies in Education (DSE) framework to understand learning disability as socially, culturally and politically constructed.
I draw on Zygmunt Bauman’s critique of neoliberal hegemony and use of metaphor to understand how young people with learning disability are excluded in a contemporary Western society. Post-school outcomes identify very little useful tertiary education or paid employment; long-term reliance on family for living and housing; and extremely limited social networks, mostly founded on family members and paid or voluntary support workers. I argue that these young people are caught in a parallel education system that largely controls and manages them along a restrictive pathway from special education services in schools to special vocational and welfare services post school. The clear voice of the young people through the research findings demonstrates this is not what they want. They want the same opportunities as their peers without disability.
Andrew and Caroline, two young people with Down syndrome, and I formed a research team. We came together to explore, understand and respond to an exclusionary landscape during the transition process that I argue leads to unrealised lives. The study utilises a participatory action research approach. It is a collaborative journey and a transformative response to exclusion through what I describe as “the relational dimension.” Further, it is a call to arms on behalf of a particular group of students who have been mostly excluded from rights, responsibilities and opportunities to contribute positively to their lives and the lives of others.
This thesis has been a journey of personal and professional, individual and collective discovery. Answers to the question of how young people with learning disability can transition towards a good life are to be found in how we fundamentally value this group of young people in education and society. Valuing can only occur if we recognise our
interdependence while acknowledging our unique differences. Only then will we truly provide the opportunities and support that we all need to move forward in our journey towards a good life.
This thesis will be of interest to young people; parents; education and social policy leaders; school leaders; career specialists; and all teachers, professionals and support workers in the field. Its findings and recommendations challenge “expert” and deficit constructions of learning disability. They have relevance for a collaborative “whole-school” approach to career and transition policy and practice for students with learning disability; importantly, however, they also have relevance for all students. Effective relationships are central to understanding how, through our relative interdependency; we can collaboratively make the journey towards a good life. Additionally, the thesis contributes to knowledge regarding how to meaningfully involve young people with learning disability in the research process through their lived and our shared experiences that provide ethical, methodological and procedural insights.
I develop two main arguments in this thesis. My first argument is that exclusion from educational opportunity must be exposed, challenged and rejected. Exclusion must be exposed in order to understand the unequal power mechanisms at play. Exclusion must be challenged, as the outcome of these unequal power mechanisms is that some students succeed and some fail. Exclusion must be rejected to make way for new relational, transformative education agendas. My second argument is that direct and meaningful involvement and collaboration by young people with learning disability in the research process will support practical solutions towards greater democracy in education and society. The ultimate outcome of democracy in education is a system where all students are valued and celebrated for their unique differences and stories, yet with recognition of their relative interdependency. All students are viewed as capable, purposeful, responsible and contributing. They are provided with the opportunities and support required to realise a good life, leading to active contribution and a sense of belonging in education and society.
19
Warham, Kate. "Engaging with two young people who are looked after in local authority care and who have experienced exclusion from school : co-constructing narratives." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/1592/.
Full textAbstract:
The aim of this research was to explore narratives co-constructed with two young people who were looked after in local authority care and who had experienced school exclusion. Dominant narratives within the research literature surrounding looked after children were identified as those of underachievement, social exclusion and disadvantage. Statistically, school exclusion is one measure in which looked after children are over-represented and previous research has developed our understanding of the processes by which looked after young people come to be excluded from school. By co-constructing and exploring rich and detailed narratives, this study extends and contributes to previous research through developing an insight into the complexities of these two care-experienced young people's stories. Adopting a social constructionist approach, I used narrative interviewing to facilitate the co-construction of narratives with two participants. These were reflected upon and analysed by adapting Emerson and Frosh's (2009) development of Gee's (1991) micro and macro and analytic tools to privilege participants' meanings within a thematic analysis. This enabled me to explore our co-constructed narratives and how the young people were positioned within these. I discussed how I interpreted their stories to both construct narratives which dominate the research literature, and to resist these and construct contradictions and counter-narratives. I acknowledge that I had a powerful influence within the research process, both through the design and implementation of the research and through my interpretations of the narratives. I concluded the thesis by discussing the implications of this study for my practice and the educational psychology profession, specifically that a narrative approach has much to offer the practising psychologist.
20
Dodman, Hilary Frances. "Can PRUs work? : a search for an answer from within a lived experience." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/15278.
Full textAbstract:
This study draws on theories of punishment (Cavadino and Dignan 2007), leadership (West-Burnham 2013), social rules, (Burns and Machado 2014) and resilience (Fredrikson and Branigan 2005) to develop an understanding of Pupil Referral Units (PRUs). PRUs came into being through statute in 1993. They were set up to provide formal educational settings for young people who had been excluded from school. LEAs have responsibility for the education and welfare of all children in their catchment areas, irrespective of which school they attend. If an exclusion occurs, the LEA is obliged to assume responsibility, under section 19(1) of the 1996 Education Act, for the child's education by whatever means seems appropriate to its designated officers. Placement in a Pupil Referral Unit is a course of action they may pursue. This study sets out to discover through a series of narrative interviews conducted within a Key Stage 4 PRU, whether the multiple purposes of the PRU can be achieved, given the issues that present themselves in the isolated setting of the Unit, the resources available and the complex needs of the young people concerned. Fifteen interviews were conducted within a PRU in the academic year 2011-2012. Four were held with the Head; 11 further interviews involved 12 people; 8 members of staff and 4 pupils. A study of the evidence they provided led to a qualified positive response to the research question; i.e. that PRUs can' work' given a number of factors that are listed in the conclusion.
21
Rouse, Daniel. "Why do girls get excluded from school? : a small-scale qualitative investigation of the educational experiences of Key Stage 3 and 4 girls who are 'at risk of exclusion'." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3096/.
Full textAbstract:
Title: Why do girls get ‘excluded’ from school? A small scale qualitative investigation of the educational experiences of KS3 and KS4 girls who are ‘at risk of exclusion’. Background: Levels of both fixed term and permanent exclusion from school, have caused widespread concern over the past 20 years. Most recent figures record permanent exclusion at approximately 6,500 pupils in England in the year 2008/2009 (DCSF, 2010). However, in comparison to research interest received by their male counterparts, the needs of girls appear to have been largely overlooked. Rationale/aims: In response to a lack of research nationally, and priorities within my Local Authority, I have carried out an exploratory study, which investigates the phenomenon of KS3/KS4 girls who are judged to be ‘at risk’ of permanent exclusion. Methodology: The substantive element of the current research used semistructured interviews with a small number girls (n=2), their parents (n=2), associated school staff professionals (n=2) and external professionals involved in this area (n=4). Analysis of interview data was carried out using an Interpretative Phenomenological Analysis framework (i.e. Smith et al 2009). Findings: Following a macro-analysis of interview data, findings are discussed from a Bio-ecological Systems Theory (Process-Person-Context-Time model) perspective of development (Bronfenbrenner, 2005). Conclusions: The research concludes with a discussion of findings in the context of my employing Local Authority, offering implications for practice and future research in the area of girls and school exclusion.
22
Lindqvist, Robin, and Ebba White. "Hela världens skönlitteraturer? : En diskursanalytisk studie om svensklärares förhållningssätt till icke västerländsk skönlitteratur." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60480.
Full textAbstract:
This study investigates teaching of fiction from outside of the Western world. The study was conducted via a discourse analysis of five semi structured interviews with upper secondary school teachers in Swedish language and literature. The aim is to describe how the discourse of fiction from outside of the Western world is depicted by the teachers’ dictums about literature in general and their own teaching of literature. This is done by adapting Ernesto Laclau and Chantal Mouffe’s theoretical conception of signs, floating signifier, moment, articulation, chains of equivalence and subject position along with the pedagogical conceptions inclusion, integration and exclusion. The result shows that the signs “cultures” and “knowledges” were central in the discourse. The signs had the character of floating signifiers, due to the difference in the teachers’ statements. The chains of equivalence showed that fiction from outside of the Western world often was associated with negativity while the European and western fiction often where given a more positive approach. A majority of the teachers’ approach was further characterized by exclusion of fiction from outside the Western world, even though an individual teacher’s approach were characterized by inclusion. Based on the results, we also claim that the discourse concerning fiction from outside of the Western world in the Swedish subject is in a state of change, since the discourse in general was characterized by instability.
23
Berkeley, Robert. "Exclusions from secondary schools : market forces or disciplinary structures : a pilot study." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399408.
Full text
24
Ngwenya, Memoria Celiwe. "External and internal exclusion of black undergraduate students from impoverished township schools in historically advantaged universities in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95792.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The notion of inclusion refers to one of the normative ideals that may be used as a means to promote justice in a democracy. Equally so, the norm of inclusion is capable of exploring the legitimacy of the democratic processes set up for the promotion of equity and redress. The implication thereof is that the notion of inclusion is also an adequate measure for monitoring whether processes practised by polities do embrace the norms of recognition, redistribution, empowerment and justice as we come to understand them within the broader concept of inclusion.
Grounded in the theory of inclusion and democracy, this study is set against the backdrop of momentous political changes in South Africa that set the tone for transformation in higher education, amongst other democratic changes. Higher education institutions, alongside all other South African polities, introduced new open policies chock-full of democratic ideals to promote equity so as to ensure that those who previously suffered the injustice of being excluded from gaining entry to higher education are able to access it. Based on this understanding, this study has been conducted from a conceptual point of view to investigate the approach by which two historically advantaged institutions in the Western Cape have conceptualised the inclusion of black students from impoverished schools into their institutions. I have also examined how these institutions articulate their support programmes to keep these students in the higher education system. University policy documents such as admissions policies, financial aid policies, student diversity and equity policies, and student retention and throughput rate provided information for interpretation and data analysis.<br>AFRIKAANSE OPSOMMING: Die idee van insluiting verwys na een van die normatiewe ideale wat gebruik kan word om geregtigheid in ‟n demokrasie te bevorder. Net so het die norm van insluiting die vermoë om die regmatigheid van die demokratiese prosesse wat ingestel is vir die bevordering van regverdigheid en herstel (redress) te ondersoek. Die implikasie hiervan is dat die idee van insluiting ook ‟n voldoende maatstaf is om te kontroleer of die prosesse wat deur politieke eenhede uitgevoer word, die norme van herkenning, herverdeling, bemagtiging en geregtigheid omhels soos ons hulle binne die breër konsep van insluiting verstaan.
Begrond in die teorie van insluiting en demokrasie staan hierdie studie teen die agtergrond van gewigtige politieke verandering in Suid-Afrika wat die toon gestel het vir transformasie in hoër onderwys, onder ander demokratiese veranderinge. Hoëronderwysinstellings, tesame met alle ander Suid-Afrikaanse staatsbestel, het nuwe, oop beleide propvol demokratiese ideale bekend gestel om regverdigheid te bevorder om sodoende te verseker dat die wat voorheen onder die ongeregtigheid van uit hoër onderwys uitgesluit te wees, gelei het, nou toegang daartoe kan kry. Gebaseer op dié verstandhouding is hierdie studie vanuit ‟n konseptuele oogpunt onderneem om ondersoek in te stel na die benadering van twee histories bevoordeelde instellings in die Wes-Kaap tot hulle konseptualisering van die insluiting van swart studente uit arm skole in hulle instellings. Ek het ook ondersoek hoe hierdie instellings hulle ondersteuningsprogramme verwoord om hierdie studente in die hoëronderwysstelsel te behou. Die universiteite se beleidsdokumente, soos toelatingsbeleide, finansiële hulp beleide, studentediversiteits- en regverdigheidsbeleide, en studentebehoud- en deursetkoerse, het inligting verskaf vir die doeleindes van interpretasie en analise.
25
Coles, Thomas. "Why are 'Looked After Children' fixed term excluded from school? : using Interpretive Phenomenological Analysis to understand the process." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/10731.
Full textAbstract:
Study One: Study one aimed to understand the perceptions and attributions of LAC fixed term excluded (FTE) from school on multiple occasions. This was carried out with reference to resilience, and an understanding of the possible protective and risk factors were also sought. Concepts of resilience (Prince-Embury, 2008; Gilligan, 2009) and attribution theory (Heider, 1958) provided a broad theoretical framework for the research. Methods: The study followed a mixed method design (carried out simultaneously). One aspect involved semi-structured interviews being undertaken using interpretive phenomenological analysis (IPA) (Smith & Osborn, 2007; 2008) in attempting to generate understanding of the thoughts and feelings of LAC going through the process of being FTE. The second aspect involved the resilience of the LAC being psychometrically measured using the Resilience Scales for Children and Adolescents (RSCA) as a way of validating and contextualising data deriving from the interviews. Results: Teachers acting as confidants and providing emotional containment appeared to significantly enhance resilience. Opportunities for dialogue and a focus on aspects to be developed in a supportive and positive manner was also important. The majority of the LAC had an external locus of control, appearing to serve them adaptively, allowing them to alleviate negative emotions relating to their behaviour. FTEs generally were causally attributed as stable and global, appearing to derive from entrenched thoughts, feelings and behaviours. The process of FTE appeared to compromise aspects of resilience as well as little positive effect being found in terms of learning and development. Study Two: Study two aimed to understand how teachers perceived the LAC participating in study one, and providing comparison with perceptions of the LAC of aspects such as FTEs. The study also sought to provide an understanding as to the causal attributions made by teachers related to LAC. Specifically, how these attributions affected their thoughts, feelings (Weiner, 1985) and practice relating to LAC. Methods: The study followed a mixed method design (carried out sequentially). A survey (SDQ) was used to provide the sample of teachers. Semi-structured interviews were carried out with eight teachers, using IPA as the method of analysis. The Modified Attribution Questionnaire with integrated vignettes was also undertaken by teachers to elicit more stable attributions relating to LAC. Results: Data deriving from interviews found support for Weiner’s (1985) cognitive-emotional-action model. Attributions of high controllability and locus increased teachers’ feelings of anger and frustration relating to the causes of the LAC’s behaviour. Empathy towards the LAC was affected by; collaboration with colleagues and professionals, understanding the needs of the child, ethos of the school, a child centred approach and the LAC’s behaviour deriving from their care background. Further key findings are discussed from a theoretical perspective with implications for practice proposed.
26
Dionísio, Maria Helena de Lemos Ramos. "As políticas públicas de educação face ao insucesso escolar: porque a escola não seduz na era do conhecimento?" Master's thesis, 2009. http://hdl.handle.net/10071/2650.
Full textAbstract:
Esta investigação procura ajudar a compreender o crescente divórcio entre jovens e a
Escola, inesperado porquanto o acesso ao conhecimento é generalizado e o convívio com o
saber e as tecnologias é parte integrante da vida das novas gerações desde idades mais
precoces. Com maior número de alunos no sistema, é evidente a incapacidade da Escola se
afirmar como escolha atraente e na construção de um projecto de vida para muitos jovens.
A questão de partida é esta:
Observado1 que os indicadores de desenvolvimento do Sistema Educativo não
acompanham os indicadores do nível Socio-económico da população nos últimos 20 anos,
qual será a sua relação com os factores individuais, de auto-regulação que levam à exclusão
escolar, quer seja por abandono, saída precoce ou insucesso? Procurar saber se e como
podem as políticas públicas, enquanto reguladores externos contribuir para melhorar o
desempenho escolar e assim aumentar o sucesso escolar?
Pretende-se ligar a análise social e económica, frequentemente apontada como
responsável pelo abandono da escolarização e as sucessivas medidas legislativas com dados
estatísticos e estudos realizados confrontando-os finalmente com casos reais.<br>This research seeks to find reasons for the growing gap between young and School,
unexpected because the access to knowledge is widespread and coexistence with the
knowledge and technology is an integral part of life for new generations from earlier ages.
The point of departure is this:
Observed that the parameters for evaluation of Education do not track the indicators
of Socio-economic level of the population in the last 20 years, should it be the cause of
individual exclusion from school, whether by abandonment, drop-out or failure? Findout if
and how can public policies, as external regulators help to improve the school performance
and thereby improve the educational achievement?
The aim is to link the social and economic analysis, often singled out as responsible
for the abandonment of education and the successive legislative measures with statistics
and studies finally confronting them with real cases.
27
Vander, Meulen CINDY. "The Progress of Discipline: An Examination of Safe Schools Policies in Ontario's Education System (1999-2011), From the Politics of Exclusion to the Conditions of Inclusion." Thesis, 2012. http://hdl.handle.net/1974/7516.
Full textAbstract:
In 2001 the Progressive Conservative government led by Mike Harris (1995-2002) implemented an authoritative discipline regime in Ontario schools that epitomized the law and order values of contemporary neoconservative rule in the Canadian context. Central to the character of this regime was the enforcement of safe schools through the exclusion and punishment of some of the most vulnerable students. In 2005, the Ontario Human Rights Commission initiated a complaint against the Ministry of Education, alleging that the discipline policies were disproportionately and adversely affecting racialized students and students with disabilities. In response, in 2007 the Liberal government led by Dalton McGuinty (2002 - present) introduced what it called progressive discipline policies. These policies reflect therapeutic values of early intervention and support, offering incentives for students to remain actively involved and engaged with the school community. This shift, from an authoritative to a progressive mode of discipline, is less an indication of a successful political effort to implement equitable discipline policies in education; instead, it is more an indication of the repositioning of these policies within neoliberal relations of power. I argue that progressive discipline policies do little more than change the forms through which marginalization and exclusion are carried out in Ontario schools.<br>Thesis (Ph.D, Education) -- Queen's University, 2012-09-25 13:08:48.594
28
Kearney, Alison. "Barriers to school inclusion : an investigation into the exclusion of disabled students from and within New Zealand schools : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2009. http://hdl.handle.net/10179/876.
Full textAbstract:
Research evidence suggests that disabled students are experiencing forms of exclusion from and within schools, however little is known of the nature of this phenomenon. This study investigated the nature of school exclusion in relation to disabled students. It sought to uncover the factors that exclude disabled students from and within schools, and make recommendations to reduce and eliminate these factors. Using a grounded theory methodology, this research investigated the nature of school exclusion. It explored parents of disabled student’s views about their children’s experiences of school exclusion both from school, and within school. The themes identified by parents were then further investigated with school principals, teachers, teacher aides and school students. This study revealed that disabled students are being excluded from and within school in New Zealand in a number of ways. These include being denied enrolment and/or fulltime attendance at school; being denied access to, and participation within the curriculum; being bullied; inappropriate teacher and/or principal beliefs and practices in relation to funding; a lack of caring, valuing and responsibility by school staff; limited teacher knowledge and understanding; poor relationships between parents and school staff; and exclusionary beliefs and practices in relation to teacher aides. Based on the findings of the study, four propositions were put forward to explain why disabled students are being excluded from and within school. These are that disabled students are considered to be less entitled to human rights than non-disabled students; that there is a lack of school accountability in relation to legal and human rights obligations to disabled students; that inclusive education is predicated on issues of funding and resourcing; and that there is prejudice towards disabled students. Based on the findings of how and why disabled students are excluded from and within school, prompts for classroom teachers and school principals/senior management staff were developed in seven areas shown to be important to this phenomenon. These areas are access, accountability, attitudes, knowledge, responsibility, and funding and resourcing. The prompts are intended to help guide attention and discussion to the issues that are important if exclusion is to be reduced and eliminated. As well as this, recommendations are made for government and government agencies outlining ways that they can contribute to the reduction and elimination of school exclusion for disabled students.